米国ハイスクールにおける職業教育とアカデミックな教育との統合 : W.N.グラッブの統合概念の分析を中心に

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概要

• 論文の詳細を見る

• The purpose of this study is to discuss Grubb's concept of integration through analyzing the vocational and academic integration in "new vocationalism" which he addresses. Traditionally, the system and the purpose of vocational education have been separated from those of academic education in American high schools. However, this separation comes to be reconsidered mainly by the political and business worlds, claiming since 1980s, that schooling should prepare competitive workforce in the world economy. Professor Grubb at U.C. Berkeley, one of the most influential in American vocational education, calls this trend "new vocationalism", which consists of following strands: 1. A Nation at Risk: The Imperatives for Educational Reform (A Nation at Risk), 2. What Work Requires of Schools A SCANS Report for America 2000 {A SCANS Report), 3. The Carl D. Perkins Vocational and Applied Technology Education Act of 1990 (Perkins Act), 4. The School-to-Work Opportunities Act of 1994 (STWOA), 5. The Systemic Approaches to Integration: (1) The Academy Model, (2) Occupational High Schools and Magnet Schools, and (3) Occupational Clusters, Career Paths and Majors. These are the points of view to consider this "new vocationalism": the occupational and academic contents in integrated programs, target population, reforming just vocational education or restructuring the entire high school, and whether to change pedagogy or not. They are the points at issue Grubb articulates from the historical analysis of vocational and academic integration. According to Grubb, A Nation at Risk is conservative in both of the content and the teaching method, and A SCANS Report, Perkins Act and STWOA don't integrate vocational programs with academic programs, though they adopt some kind of integration by their own definitions. On the contrary, Grubb insists the systemic approaches integrate these two programs. He suggests they are broader preparation, encompassing various occupations, incorporating a greater variety of academic material. This broad-based education, he says, is appealing to students with a wider range of aspiration and backgrounds, then provides the substantial ways of restructuring high schools. He also points out the integrated curriculum itself becomes an incentive to change pedagogy. By using projects and cooperative learning, he tries to introduce the context of "meaning-making" into vocational education. As he mentions, the greatest ambition of integrating academic and vocational education is to reshape the whole high school, for all students and all teachers. Therefore, it is clear that Grubb puts the greatest importance on the systemic approaches to integration. The reason he aims to restructure the entire high school comes from his challenges about vocational education as following: it is a "dumping ground" for at-risk students, and high schools, with responsibilities for occupational sorting and preparation, are dominated too much by academic education not relevant for students' lives. That's why he attempts to give vocational education a proper position in high schools through the systemic integration with academic education. He argues that this type of education is based on Dewey's "education through occupations". The conclusion is, Grubb finds out, in the systemic approaches of "new vocationalism", the possibility to reverse vocationalism established around the turn of the century, which has prepared students only for employment after graduation, and very narrowly defined occupations. "New vocationalism" comes to give students opportunities to enter post secondary institutions as well as employment, and also high schools an impetus to restructure it, while he suggests that it involves danger to deprive itself of these innovations. Finally, it can be pointed out that Grubb, who emphasizes the systemic integration, is not very definite in the perspective regarding integration as self-formation of individual student through career choice. This is a point which has been neglected by traditional vocational education based on employers' demands.

• 日本カリキュラム学会の論文
• 1999-03-31

著者

• 西 美江

  大阪市立大学大学院

関連論文

• アメリカ中等職業教育におけるカリキュラム統合理論 : 教授法改革との関連を中心に(5.教育課程,自由研究発表I,発表要旨)
• 米国ハイスクールにおける職業教育とアカデミックな教育との統合 : W.N.グラッブの統合概念の分析を中心に

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